Title: Acids and Bases

Length: The unit will last three weeks, and the class meets 3 times a week (one session is 46 minutes and the other two is 88 minutes) Grade Level: 11th grade Chemistry (there are some 10th graders as well)

Unit Overview:

The purpose of this unit is to allow students to discover the properties and characteristics of acids and bases. This unit will also seek to make the material relevant by connecting the concepts to the modern world. This is incredibly important because it introduces students to concepts that are central to the chemistry, and the unit accomplishes this in a relevant and inquiry focused way. The course in which this unit is being taught emphasizes inquiry based science. Additionally, the acid and base unit will follow the stoichiometry unit. This is a perfect sequence for the units because the acid and base unit requires an understanding of stoichiometry. This unit also clearly meets several of the state standards (see below).

Standard 1: Science as an Inquiry—Benchmark 1

Indicator 1: The student actively engages in asking and evaluating research questions

Indicator 2: The students actively engages in investigations, including developing questions, gathering and analyzing data, and designing and conducting research

Indicator 3: The student actively engages in using technological tools and mathematics in their own scientific investigations

Standard 2A: Chemistry—Benchmark 3

Indicator 3—The student understands the differences and reactions between acids, bases, and salts. Perform calculations to determine the concentration of ions in solutions

Standard 6: Science In Personal and Environmental Perspectives—Benchmark 4

Indicator 2—The student understand there is a need to assess potential risk and danger from natural and human-induced hazards

Standard 7: History and Nature of Science—Benchmark 3

Indicator 1: The student demonstrates an understanding of the history of science.

Geography—Benchmark 5: Human-Environment Interactions

Indicator 2: The student examines alternative strategies to respond to constrains placed on human systems by the physical environment

During the first part of the unit, the students will explore the general properties of household acids and bases. By understanding their general properties, the student will then delve into the different classifications of acids and bases. The general properties of acids and bases can be used to explore the pH scale, and calculation of pH will ensue. Neutralization and dissociation reactions will be examined to show the common reactions that acids and bases undergo. Their knowledge of stoichiometry (the previous unit) is used to extend their exploration of acids and bases. The concentration of unknown acids and bases can be determined using stoichiometry. Experimentally, they will be able to determine the concentration of an unknown acid or base using titration techniques. Finally, applications to the modern world will be explored by discussion issues of acid rain and ocean acidification.

Unit Outcomes

Obj. No.

Unit Objectives Level of Proficiency

Standards Addressed

Level(s) (e.g. Bloom’s Taxonomy)

1 The student will describe the properties of aqueous solutions of acids and bases

80% proficient on summative

exam

Science 1, Benchmark 1; Science 2A,

Benchmark 3 Understanding

2 The student will distinguish between the

Arrhenius, Bronsted-Lowry, and Lewis

definitions of acids and bases.

80% proficient on summative

exam

Science 2A Benchmark 3;

Science 7, Benchmark 3

Analyzing

3 The student will define weak and strong

acids/bases in terms of the extent to which they compete with water for

H3O+ and OH-

80% proficient on summative

exam

Science 1, Benchmark 1; Science 2A,

Benchmark 3 Understanding

4 The student will identify different types of

chemical reactions involving acids and

bases.

80% proficient on summative

exam

Science 1, Benchmark 1; Science 2A,

Benchmark 3 Understanding

5 The student will design an experiment to test

the acidity or basicity of an unknown solution

using titration techniques

80% proficient on performance

assessment

Science 1, Benchmark 1; Science 2A,

Benchmark 3 Creating

6 The student will calculate the pH of a strong acid/base and weak acid and base.

80% proficient on summative

exam

Science 2A, Benchmark 3

Applying

7 The student will evaluate the ethics of

burning excessive fossil fuels that contribute to

acid rain.

80% proficient on summative exam. 80% proficient on performance assessment.

Science 2A, Benchmark 3;

Science 6, Benchmark 4 Geography,

Benchmark 5

Evaluate

Unit Organizer: See attached “Unit Organizer” in Appendix.

Key Concepts:

1. Acids can be characterized by the following characteristics: taste sour, pH < 7, turn blue litmus red, and some have H+. Bases can be characterized by the following characteristics: taste bitter, pH > 7, turn red litmus blue, and some have OH-.

2. Arrhenius defined an acid as a hydrogen containing compound that ionizes to produce H+. His base is a hydroxide containing compound that ionizes to produce OH-.

3. Arrhenius‟ definition of base is limited though because there are more acids than those that just contain hydrogen. Bronsted-Lowry acids are hydrogen-ion donors, and the base are hydrogen ion acceptors.

4. Lewis acids are electron pair acceptors, and Lewis acids are electron pair donors.

5. The conductivity of an acid and base are indicative of their relative strength. The more conductive that an acid/base shows, the more the dissociation reaction equilibrium tends to favor the products. The more products that are in solution, the more conductive the material. That, in turn, means that they are a stronger acid/base.

6. Acids react with bases to form a salt and water. This general reaction is known as a neutralization reaction.

7. Acids and bases can be put on the pH scale. Acids have pH‟s less than 7, and bases have pH‟s greater than seven. The farther from a pH of 7, the stronger the acid/base. The pH can be calculated by taking the negative log of the hydronium ion concentration.

8. In order to determine the concentration of an unknown in the laboratory, a titration should be done.

9. Acid rain is the process by which water vapor becomes acidified by sulfur dioxide, carbon dioxide, and nitrogen oxides. Acid rain is partly due to human activity, and it can be reduced by limiting the amount of fossil fuel combustion.

Misconceptions*

1. All acids have a H+ and all bases have an OH-. 2. Strength and concentration of an acid/base are synonymous. 3. When a „proton donor‟ acid reacts, the nucleus of an atom loses a proton. 4. An acid is something that eats material away. 5. Testing of an acid can only be done by eating something away 6. Neutralization is the process of breaking down an acid or changing the material

from an acid. 7. A base is something that makes up an acid.

* See attached reference (Demircioglu)

Materials:

Gloves

Goggles

Aprons

Conductivity Probes

pH Probes

LoggerPro software with computers

Household Acids and Bases

pH Paper

1 M NaOH

1 M HCl

Phenolphthalein

Burettes

Burette Stands

Glassware

Antacid Tablets

Posters

Markers

Computers

Cooperative Learning Groups

A large portion of this unit will be spent by working in cooperative learning groups. The groups will be largely heterogonous. The way that I will ensure this is by having a proper seating arrangement. The seating arrangement will not have all of the high level students sitting next to each other. The tables of four students will be designed so that the there is one high level student, one lower level student, and two medium level students. The determining factor will be the grade up to this point. The group size will be dependent upon the activity that is planned. The groups for each of the following activities are described below.

Lab Work without technology—Whenever there is a lab that is designed that does not use technology, then the students will be grouped in pairs. Because my cooperating teacher has not had any problem with this in the past, then the students will number off and be paired with whoever has the same number. If there is a problem with the pairing, then a modification will be made. This will be determined at the beginning of the unit and will remain throughout the unit. There will be assigned roles for the lab work. One person will be the leader and the other person will be the manipulator. The leader will be in charge of leading the discussion, reading the materials, and recording the results/observations. The manipulator will actually conduct the experiments and follow the instructions.

Lab Work with technology—Due to the lack of certain technological equipment, the two lab pairs will be consolidated into one group. In addition to the leader and manipulator roles that already exist, one student will be completely in charge of using the technology. The other student will be another manipulator.

Class Group Work—Whenever the students are working in groups in class, the students will be in groups of two based on who they are seated next to. The same roles (leader and manipulator) will be used.

Reading Groups—I will use the method of reciprocal teaching to do reading activities. This employs groups of four, and they will just work with the students that are at the same bench. One student will be the summarizer, and they will summarize the passage that they just read. Another student will be the clarifier, making it clear what the key points of the passage are. There will also be a questioner and a predictor.

5-E Format

Day 1—ENGAGE. “Introduction to Acids and Bases” The unit will begin with a demonstration of the ability of acids and bases to change colors in the presence of the universal indicator based on their pH. This demonstration will not be explained at this time, but I will tell them that they will be able to explain everything that I did at the end of the unit. The students will then take their pre-assessment. This is a 15 point quiz, consisting of 11 multiple choice, two figure identification, and two math problems (see appendix). They will receive credit for the assessment by just completing it. Once they have completed the pre-assessment, a news article will be given to them that deal with modern issues that apply to acid/base chemistry. No special accommodations will need to be made on this day because they will spend most of the time taking the pre-assessment and engaging in an open dialogue with me. Key Question: How would you define an acid and a base?

Day 2—EXPLORE/EXPLAIN: “Household Acids and Bases” The students will do Experiment 21 out of Chemistry with Computers. This will have them identify the acidity and basicity of common household chemicals. They will observe what the properties of each are based on what the litmus tests, red cabbage juice indicator, and pH probe tells them. They will then define what an acid and base is based on these observations. They will create a pH scale corresponding to this data as well. They will then explore the chemical composition of acid and bases. Cooperative learning groups will be created so that each group has a wide range of ability. This will be done so that the group can work together to achieve a common learning goal. These groups will be assigned by me, and they will be used throughout the unit. Key Question: What are the differences between and acid and a base? How are they similar?

Day 3—EXPLORE/EXPLAIN: “Conductivity and Strength of Acid/Bases” The students will do the Conductivity lab out of the modeling curriculum. This will have students mix several reagents, and they will then test the conductivity of the resulting solution. This should allow them to determine an acid based on their willingness to give up a proton. They will also explore the conductivity of basic reactions, allowing them to rank bases in order of strength. Some students may struggle with this idea conceptually. In order to accommodate this need, I will use the PHET computer simulation to engage the students in an open dialogue. This will allow the students to see what is happening to a weak and strong acid/base on the molecular level.

Key Questions: What does the conductivity of an acidic solution say about that acid?

Day 4—EXPLORE/EXPLAIN: “The Definitions of and Acid/Base” The students will do a lab that explains the different models used to define acids and base (Arrhenius, Bronsted-Lowry, & Lewis). They will not only learn how to define acids and bases using each of these models, but they will also contemplate the limitations of each of the models. The students will then identify the acids and bases using the reactions that were done during the conductivity lab. Students may struggle to identify the commonalities and distinctions of each of these three definitions. Because of this, they will complete a table that clearly expresses each of the demonstration. These tables will also have them list examples. Key Questions: What are the limitations of the Arrhenius model? Distinguish between the Arrhenius, Bronsted-Lowry, and Lewis definition of acids and bases. DAY 5—EXPLORE/EXPLAIN: “Neutralization” The students will read an article that discusses how neutralization reactions work. The students will do a lab that explores neutralization reactions by having them mix sodium hydroxide and water. Key Question: What are the products of a neutralization reaction?

DAY 6—EXPLORE/EXPLAIN: “pH Investigations” The students will explore how pH works by working on the PHET simulation that is in the sources section. They will learn about how the pH is calculated on a logarithmic scale and what that means. In order to meet the needs of the students struggling with math, considerable time will be spent on having the students understand the log scale. Key Question: How does the hydronium ion concentration relate to the pH of a solution?

DAY 7—EXPLORE/EXPLAIN: “Titration” The students will do a titration lab of a strong acid and strong base. The lab gives them the concentration of the acid that is used to titrate the unknown base. This will allow them to experimentally determine the concentration of the unknown base. The math can be particularly difficult to understand in a titration. A table that asks them for all of the important data will be provided for them, and the math procedures will be made evident by that. Key Questions: What is occurring in the solution as the titration is progressing? What is an indicator?

DAY 8—ELABORATION: “Acid Rain Activity” The students will conduct a short experiment in which they explore how acids can be formed. They will test the pH of nearby streams and ponds. They will also be presented with data that has the pH of water around a major city. They will search online for different ways that acid rain is formed and how it can affect the ecosystem. They will then create a poster that summarizes their experiment, research, and key contributors to the acid rain. They will also include different ways in which humans can limit the amount of acid rain. See the appendix for the rubric for this poster. Key Questions: How is acid rain formed? What can be done to limit the amount of acid rain?

DAY 9—ELABORATION: “Work Day” The students will be given additional time to work on their Acid Rain Project. DAY 10—ELABORATION “Review/Work Day” This will be a review day for them to ask any question that they are unsure of. Additionally, they will be given additional time to work on their Acid Rain Poster. DAY 11-ELABORATION/EVALUATION: “Performance Assessment: Titration” The students will do a titration of a antacid tablet of their choosing. They will use an acid to titrate it with, and they should be able to determine what the concentration of the antacid is based on these

results. The students will design this experiments completely on their own. They will be graded on their ability to engage in scientific inquiry and apply it to acids and bases. A rubric will be used to view their ability to design a lab (see appendix). DAY 12—EVALUATION: “Unit Exam” The summative exam is attached in the appendix. If the students complete the unit early, then they will be given the remainder of the time to finish their Acid Rain Project. See appendix for summative exam. Assessment Plan See the attached unit assessment organizer in the appendix.

Safety Plan: Because of the nature of the class and the unit, safety will need to be emphasized. The students will be handling acids and bases on a regular bases. These compounds are very caustic and can burn the skin whenever they come into contact. The MSDS for sodium hydroxide and hydrochloric acid (the two acids and bases that are being used in this unit) is attached in the sources section. In order to make the acids and bases safer to handle, dilute concentrations will be used. Whenever a dilution is done, the flask containing the diluted chemical will be clearly labeled.

In addition to taking measures to ensure safety before class, I will also make sure the students are practicing safe lab procedures. They have taken a safety quiz and have signed a safety contract, so this is not the first time that they will have heard this material. However, prior to each lab, I will tell them about any safety concern that I have. I will also make sure that they wear goggles at ALL times in the laboratory. I will also tell them that they should wear gloves. They should also wear a lab apron to protect their clothes.

If a student does spill a chemical on them, I will direct them to the eye wash, sink, or safety shower. Directions for how to use the eye wash and safety shower would have been discussed in the safety training at the beginning of the year.

Burettes and other glassware will be used regularly in this unit. If one of these materials is dropped, then it will be swept up immediately and disposed of in the proper glass container.

While the students are working in the lab, I will circulate the room to make sure that they are practicing safe lab procedures.

The students will also be working in small groups while they are not in lab. I will circulate the room to make sure they are working safely with one another. They will also be doing some research work on the computers, and I will monitor their work by circulating the room.

Sources:

Sodium Hydroxide MSDS

Hydrochloric Acid MSDS PHET Acid/Base Conductivity Simulation PHET pH Scale Acid and Base Demonstrations Demircioglu, G. (2005). Conceptual Change Achieved Through A New

Teaching Program on Acids and Bases. Chemistry Education Research and Practice, 6(1), 36-51.

Appendix

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NAME: _____________________________

DATE: _____________________________

Pre-Assessment

Directions: Answer each of the questions. Please do your best, but I am anticipating that you

will not do very well. Answer each of the questions. THIS WILL NOT BE COUNTED AS A QUIZ

GRADE!!!! Points will be awarded to you by simply completing the quiz.

1. Which of the following best describes the taste of an acid?

a. Bitter

b. Sweet

c. Sour

d. Salty

e. None of the Above

2. Which of the following is an example of an Arrhenius Base?

a. H2SO4

b. CH4

c. NaOH

d. H2O

e. All of the Above

3. Which of the following can be a Bronsted-Lowry Base?

a. NH3

b. OH-

c. H2O

d. SO42-

e. All of the Above

4. If the [H+] in a solution is 1.0 x 10-5 M, is the solution acidic, basic, or neutral?

a. Acidic

b. Basic

c. Neutral

5. If an acid in solution has a high conductivity, which of the following terms would best

describe the acid?

a. Dilute

b. Concentrated

c. Weak

d. Strong

6. Which of the following is an example of a neutralization reaction?

a. ACID + BASE WATER + SALT

b. ACID + BASE WEAKER ACID + WEAKER BASE

c. ACID H3O+ + SALT ANION

d. BASE H3O+ + SALT ANION

e. Both C and D

7. What is a common lab technique used to determine the concentration of an unknown

acid or base?

a. Neutralization

b. Titration

c. Equalization

d. Chromatography

8. Perform the following calculations.

a) How many moles of sulfuric acid (H2SO4) are required to neutralize 0.50 mol of

sodium hydroxide?

b) Determine the concentration of the sulfuric acid if 50 mL of H2SO4 were used. (HINT: Molarity = moles of solute/liter of solvent)

c) What is the pH for a sulfuric acid that has a hydronium ion concentration of .20 M?

(HINT: pH = -log [H+])

9. Describe how acid rain is formed.

Name: ____________________

Date: ____________________

Acid & Base Unit Exam

In 1-4, decide whether an acid, base, or both best meets the description provided. Answer A for ACID, B

for BASE, or Z for BOTH. (4 pts)

1) Tastes sour _____

2) Are electrolytes _____

3) Turn red litmus blue _____

4) Primary component of citrus fruits _____

Multiple Choice

5) What is the Lewis Acid for the following reaction?

a. H+

b. H20

c. H3O+

d. Both A and C

6) What would H3PO4 be classified as?

a. Bronsted-Lowry Acid

b. Bronsted-Lowry Base

c. Arrhenius Acid

d. Arrhenius Base

e. Both A and C

7) What would NH3 be classified as?

a. Bronsted-Lowry Acid

b. Bronsted-Lowry Base

c. Arrhenius Acid

d. Arrhenius Base

8) Identify the Bronsted-Lowry acid and its conjugate acid in the following reaction.

CH3COO-(aq) + H2O(L) CH3COOH(aq) + OH-

(aq)

a. CH3COO- , CH3COOH

b. CH3COO- , OH-

c. H2O , CH3COOH

d. H2O, OH-

9) A conductivity meter is placed in two different solutions, ACID A and ACID B. The conductivity

meter read a much greater number for ACID B than ACID A. How would you classify ACID B as

compared to ACID A?

a. More dilute

b. More concentrated

c. Weaker

d. Stronger

10) If the base in the following reaction has a low conductivity, then where will the equilibrium in

this equation lie?

NaOH(s) OH2 Na+

(aq) + OH-(aq)

a. To the right

b. To the left

c. It is at equilibrium

11) What is the equation for the reaction between the antacid calcium carbonate and hydrochloric

acid?

a. 2HCl(aq) + CaCO3(s) CaCl2(aq) + CO2(g) + H2O(L)

b. 2HCl(aq) + CaCO3(s) CaCl2(aq) + H2O(L)

c. 2HCl(aq) + CaCO3(s) CaCl2(aq) + H1CO3(aq)

d. None of the above

12) What are the products of all neutralization reactions?

a. Hydronium Ion AND Salt

b. Hydroxide Ion AND Salt

c. Weaker Acid AND Weaker Base

d. Water AND Salt

13) What kind of reaction is the following an example of?

)(3)()(3 aqaqaq COOCHHCOOHCH

a. Base Dissociation

b. Acid Dissociation

c. Neutralization

d. None of the above

14) The acid dissociation constant for H2SO4 can be represented by which of the following

equations?

a. ][

]][[

42

2

43

SOH

SOOHKa

b. ]][[

][2

43

42

SOOH

SOHKa

c. ]][[2

43

SOOHKa

d. ][ 42SOHKa

15) If a solution has a [OH]- of 1 x 10-9 M, is this solution acidic, basic, or neutral?

a. Neutral

b. Acidic

c. Basic

16) If the concentration of the hydroxide ion is 4.0 x 10-11 M, what is the concentration of the

hydronium ion concentration?

a. 4 x 10-3 M

b. 4 x 10-4 M

c. .25 x 10-4 M

d. .25 x 10-3 M

Short answer/Calculations. Provide the best answer for each of the questions.

17) Why is the Arrhenius definition of an acids and bases limted in its use? Provide an example. (2

pts)

18) Given the following reaction, what is the hydronium ion concentration if the concentration of

phosphoric acid is 0.1000 M and the Ka is 7.5 x 10-3? (2 pts)

42)()(43 POHHPOH aqaq

19) How many moles of HCl are present in the following reaction if there are .8 moles of NaOH? (2

pts)

)()(2)()( SLaqaq NaClOHNaOHHCl

20) A 25 mL solution of H2SO4 is completely neutralized by 18 mL of 1.0 M NaOH. What is the

concentration of the H2SO4solution?(4 pts)

21) Explain the difference between a concentrated base and a strong base. (2 pts)

22) Rank the following in order of decreasing acid strength. (4 pts)

1 M NaOH (pKb = 0.2)

10 M HClO4 (pka = -7)

10 M NH3 (pkb=4.75)

1 M C6H8O7 (pka = 3.13)

23) Write the balanced equation if magnesium hydroxide is neutralized via titration with phosphoric

acid. (2 pts)

24) What is the pH of the solution if the [OH-] is 2.4 x 10-4 M? (2 pts)

25) If the pH of a solution is 2.9, what is the hydronium ion concentration? (2 pts)

26) How does acid rain form? (2 pts)

Page 1

Unit Assessments Organizer

Unit Name Acids and Bases Assessed Standard/Indicators See Unit Overview for all state standards being addressed

Date Measurable

Learning

Objective

Name the Level of Blooms

Taxonomy (new Blooms

Taxonomy)

Name the

Assessment

Format

Is this

Assessment

Formative

or

Summative?

Name and Brief Description of

Assessment

2/27

1-8 All Test Formative The Preassessment consists of 15

questions (11 m.c., 2 figure

identifications, and 2 mathematics

problems). The results of this pre-

assessment will gauge the students

level of knowledge and will direct the

teacher towards teaching strategies

that will accommodate their needs.

2/28 1 Understanding Written

Product

Formative The students will create a pH scale

that corresponds to the household

chemicals being investigated. It will

be embedded in the lesson and will be

completed to hang on the wall.

2/28 1 Understanding Worksheet Formative This worksheet will be completed as

they complete the Household

Chemicals lab. It will have them

describe the characteristics of acids

Page 2

and bases.

3/1 4 Understanding Worksheet Formative This worksheet will be completed as

part of the Conductivity lab. It has

them rank the strength of acids and

bases based on their conductivity.

3/5 2 Analyzing Worksheet Formative This worksheet will be completed as

part of the Arrhenius, Bronsted-

Lowry, and Lewis Definitions of an

Acid/Base lab. It will ask them to

distinguish between the three

definitions.

3/6 3,5 Understanding,

Applying

Written

Observations

Formative The students will do a lab task that

will involve them cleaning the graves

at the nearby graveyard. They try to

use both an acid and base to clean it.

The students will write their

observations down and come up with a

conclusive statement.

3/8 3,5 Understanding/Applying Worksheet Formative The students will complete a

worksheet that corresponds to the

Acid/Base Dissociation lab. It will ask

them to use stoichiometry to

determine the concentration of an

unknown.

3/12 1,7 Understanding/Applying Observation Formative The students will work math problems

in small groups. The teacher will

evaluate them based on their

willingness to participate.

Page 3

3/13 3,5,6 Understanding,

Applying

Worksheet Formative This worksheet will correspond to the

Titration. It will have them calculate

the unknown concentration of

something that needs to be titrated.

3/15 5,7,8 Applying, Analyzing,

Evaluate, Creating

Poster Summative Students will search for the causes of

acid rain. They will then write a short

research report on how humans

contribute to acid rain.

3/20 3,5,6 Understanding,

Applying, Creating

Lab Report Summative Students will set up an experiment

and will be graded on their ability to

conduct experiments and apply

concepts to different concepts.

3/19 All All Review Sheet Formative Students will complete a review sheet,

and they will receive credit by simply

completing it.

3/22 All All Test Summative Students will complete the unit exam.

All All All Whiteboarding Formative This informal assessment will be used

at the end of each class period. Each

student will work in a group, and the

groups must complete a problem

corresponding to the day’s task. They

will then explain the answer to the

rest of the class.

All All All Observation Formative The teacher will observe and question

students to gauge for understanding.

The instructor will adjust instruction

accordingly.

CATEGORY 4-Expert 3-Proficient 2-Emergent 1-Novice

Use of Class Time Used time well during each

class period. Focused on

getting the project done. Never

distracted others.

Used time well during each

class period. Usually focused on

getting the project done and

never distracted others.

Used some of the time well

during each class period. There

was some focus on getting the

project done but occasionally

distracted others.

Did not use class time to focus

on the project OR often

distracted others.

Required Elements The poster includes all required

elements as well as additional

information.

All required elements are

included on the poster.

All but 1 of the required

elements are included on the

poster.

Several required elements were

missing.

Content - Accuracy At least 7 accurate facts are

displayed on the poster.

5-6 accurate facts are displayed

on the poster.

3-4 accurate facts are displayed

on the poster.

Less than 3 accurate facts are

displayed on the poster.

Content - Application The information displayed has

clear application to the modern

world. Several

recommendations for how we

can limit the amount of fossil

fuel emissions are made.

The information displayed does

apply to the modern world.

One recommendation for how

to limit fossil fuel emissions is

made.

The information loosely

addresses modern world

issues. No recommendations

are made.

The information does not

address modern world issues.

No recommendations are

made.

Knowledge Gained Student can accurately answer

all questions related to facts in

the poster and processes used

to create the poster.

Student can accurately answer

most questions related to facts

in the poster and processes

used to create the poster.

Student can accurately answer

about 75% of questions related

to facts in the poster and

processes used to create the

poster.

Student appears to have

insufficient knowledge about

the facts or processes used in

the poster.

Acid Rain Poster

CATEGORY Expert-4 Proficient-3 Emergent-2 Novice-1

Question and Hypothesis The question has been written

in such a way that it can be

answered by conducting an

experiment and reflects both

background research and

previous observations. The

hypothesis has been developed

directly from the question.

The question has been written

in such a way that it can be

answered by conducting an

experiment. The hypothesis has

been developed directly from

the question.

The question provides some

direction for conducting an

experiment. The hypothesis is

loosely linked to the question.

The question is ill defined and

gives little to no direction for

developing experiments. The

hypothesis reflects little to no

connection to the question.

Experimental Design The design of the experiment

tests the hypothesis and

reflects creative use of both

materials and equipment. The

procedures are detailed,

complete, follow a logical step-

by step order, and include a list

of all necessary materials. The

procedures are easily

repeatable.

The design of the experiment

tests the hypothesis. The

procedures follow a logical step-

by-step order and include a list

of all materials. The procedure

is repeatable. Independent and

dependent variables are

identified.

The design of the experiment

does not fully test the

hypothesis. Only parts of the

procedures follow a logical step-

by-step order. The procedures

lack clarity. Variables and

controls are ill defined.

The design of the experiment is

unclear. The procedures are

confusing and difficult to

follow. Variables have not been

clearly identified, nor

controlled.

Data Professional looking and

accurate representation of the

data in tables and/or graphs.

Graphs and tables are labeled

and titled.

Accurate representation of the

data in tables and/or graphs.

Graphs and tables are labeled

and titled.

Accurate representation of the

data in written form, but no

graphs or tables are presented.

Data are not shown OR are

inaccurate.

Calculations All calculations are shown and

the results are correct and

labeled appropriately.

Some calculations are shown

and the results are correct and

labeled appropriately.

Some calculations are shown

and the results labeled

appropriately.

No calculations are shown OR

results are inaccurate or

mislabeled.

Conclusion Conclusion includes whether

the findings supported the

hypothesis, possible sources of

error, and what was learned

from the experiment.

Conclusion includes whether

the findings supported the

hypothesis and what was

learned from the experiment.

Conclusion includes what was

learned from the experiment.

No conclusion was included in

the report OR shows little

effort and reflection.

Lab Report : Titration Performance Assessment